Teacher Professional Vision: Empirical Perspectives
Research has shown that although teachers’ knowledge about the subject or pedagogy is important, a teacher’s professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice.
Firmly grounded in the long-standing field of teacher professional vision research, this two-volume edited book explores new theoretical models, emerging methods, and empirical findings, highlighting areas to explore within future research and insights into the design of teacher education and teacher professional development.
Volume 2 of this book, Teacher Professional Vision: Empirical Perspectives, provides insights into research on teacher professional vision across different domains, including aspects of equity, classroom management, and subject teaching. Perspectives of different subject areas and school levels (from elementary school to higher education) are explored throughout.
Written by a diverse team of leading experts in the field, this volume and its companion volume cover theoretical and methodological advances in teacher professional vision. This is an essential resource for researchers and professionals in the field of teacher education and professional development.
Rebekka Stahnke is a postdoctoral researcher at the IPN – Leibniz Institute for Science and Mathematics Education in Berlin, Germany. Her research interests include teacher professional vision, classroom management, and teacher professional development.
Andreas Gegenfurtner is Professor for Methods in Learning Research at the University of Augsburg. His research focuses on teacher noticing, student diversity, digital learning, and the confluence of expertise, training, and development in the professions.